LIFE AFTER LEVELSAssessment in the New Curriculum

at Saint Patrick’s SchoolWednesday 4th November 2015

Why Assess? BASELINE – what is the pupil’s starting point? DIAGNOSTIC – what are the pupil’s specific needs? FORMATIVE- what performance demonstrates knowledge / understanding / skill / mastery? PROGRESSIVE – how is the pupil doing? What changes are needed to aid learning? EVALUATIVE – PUPIL SELF EVALUATION * Now that I'm in charge of my learning, how am I doing? * Now that I know how I'm doing, how can I do better? * What else would I like to learn?

PROFESSIONAL EVALUATION * What is working for the students? * What can I do to help the students more? * In what direction should we go next?

SUMMATIVE – tests

Quality first teachingDifferentiated questioningDifferentiated tasksPost it notesTraffic lightsSmiley facesSelf evaluationPeer evaluationSuccess criteriaWALTTeacher markingPupil markingVerbal feedback

Personalised LearningOur mission in St. Patrick’s is to develop each child’s talents and potential in a caring Catholic community inspired by the teachings of Jesus Christ.

We understand that each child may have a different starting point – new year / term / week / lesson – and that must be identified.

Building on / reinforcing foundations of knowledge, understanding and skill.

Learning to learn.

Progress is paramount – whatever the starting point.

‘Vulnerable to Making Progress’ – formal and informal:

English as a Second Language....Special Educational Needs or

Disabilities.....Socio-Economic factors (FSM).....behavioural /

emotional needs......change in circumstances.......temporary upset

etc.

Each child learns and makes progress at different rates.

Progress can be measured or unmeasured.

End of Key Stage Testing: The National Picture National tests remain in Y2/6.

2015-16 will be the first year where children are tested against the new National Curriculum objectives for Y2/6.

These tests will be in Reading, Maths and Grammar / Vocabulary / Punctuation and Spelling.

Writing will continue to be teacher assessed against national expectations.

KS2: You will be given your child’s raw score (the actual number of marks they get), alongside their scaled score and whether they have reached the national average. The score needed to reach the national average has yet to be announced.

More information can be found at: http://www.theschoolrun.com/key-stage-2-SATs-2016

In addition, there will be a new Baseline Test in Reception as well as continuation of the Year 1 Phonics Screening.

Assessment and Recording at Saint Patrick’s School

As in the past, our children are be continually assessed* against objectives from the New National Curriculum

See pack of Summary of Objectives for each Stage’s objectives

The children will no longer be given levels but will work in Stages.

Each Stage roughly correlates with Year Group expectations.

Teachers are assessing against objectives for each Stage (Year Group) to give a Band using the terminology:

(*using both test materials and ongoing assessment tasks)

Working Below

Expectations

Working Towards

Expectations

Meeting Expectations

Exceeding Expectations

Assessment and Recording at Saint Patrick’s School

ATTAINMENT:Our children will be assessed against Stage objectives*

The Stages range from Stage 1 – Stage 6 and will be used from Year 1-6

We would expect that most of our children will be Meeting Expectations for their Stage (Year Group) by the end of the Summer term.

However, we recognise that all children have different starting points and will have different end points by the Summer, which is why tracking progress is also a core priority.

Working Below Expectations

Working Towards

Expectations

Meeting Expectation

s

Exceeding Expectation

s

Assessment and Recording at Saint Patrick’s School

PROGRESS: Regardless of starting baseline attainment, all children should move across a band to the

next in an academic year.

For Parent Consultation Meetings and reports, pupil progress against Stage (Year Group) Objectives will be discussed with a focus on a child’s Next Steps/Targets.

Working Below

Expectations

Working Towards

Expectations

Meeting Expectations

Exceeding Expectations

Assessment and Recording at Saint Patrick’s School

What does Meeting Expectations mean?

A child consistently achieves an objective in a variety of pieces of work.

A child works towards these developmental objectives throughout the year.

In order to be Meeting Expectations a child will be secure in a broad range of objectives from their Stage (Year Group).

What does Exceeding Expectations mean?

Emphasis on Mastery of skills – breadth and depth in a subject.

A child can apply skills effectively in the context of other subjects.

A child has a deeper level of understanding (e.g. reasoning, problem solving, inference / deduction, forming opinions, purpose and style, explaining the how / why etc)

Working Below Expectations

Working Towards

Expectations

Meeting Expectation

s

Exceeding Expectation

s

What does Mastery look like in Maths?e.g. Stage (Year) 4 - Solve problems involving increasingly harder fractions to

calculate quantities of amounts.

Meeting Expectations:

A child can find fractions of amounts:

e.g. find a tenth of 40

Exceeding Expectations:

A child can explain patterns, notice relationships and reason when finding fractions of amounts.

What does Mastery look like in Maths?e.g. Stage (Year) 6 - Add and subtract fractions with different denominators

and mixed numbers, using the concept of equivalent fractions.

Meeting Expectations:

A child can add and subtract two fractions

e.g. 3/4 + 2/5 =

Exceeding Expectations:

A child can apply a deeper understanding of adding and subtracting fractions by solving complex word problems.

What does Mastery look like in Writing?e.g. Stage (Year) 4 - Can use fronted adverbials.

Meeting Expectations:

A child does this in their writing on a number of occasions, mostly correct.

“Surprisingly, I heard a knock on my door. I wondered who it was. I wandered up to the cracked, wooden door and opened it. Unexpectedly, as I opened it, I saw your scruffy waiter there”

Exceeding Expectations:

A child does this in their writing with purpose, style and with an awareness of the reader (i.e. only used if appropriate and with deliberate authorial intent).

“Tensely, yet calmly, he strides over to the bottom of the ladder, his eyes full of nervous hope and determination. He snaps a glance at his coach who mouths a good luck at him. The aroma of chlorine fills the air whilst sweat drips down his goose bumped arms...”

What does Mastery look like in Writing?e.g. Stage (Year) 6 – Can describe settings, character and atmosphere in narratives

and/or accurately use genre-specific features in other forms of writing.

Meeting Expectations:

A child does this in their writing on a number of occasions, mostly correct.

“We charged back through the forest. Kensuke whistled all the way for Koalas. They climbed on to us from all directions as we ran through the forest. When we got on to the beach they had already landed. We pelted for the cave.”

Exceeding Expectations:

A child does this in their writing with purpose, style and with an awareness of the reader (i.e. only used if appropriate and with deliberate authorial intent).

“Hunched in his rocking chair sits my grandfather. I sit at his feet, on the crimson coloured rug, as he tells me stories of World War One, in which he was too ill to fight. He could never hide the guilt he felt at doing nothing while my father, aged only 17, fought in the trenches. When my father returned home he told magnificent stories of triumphs and terrible tragedies. I longed to follow in his footsteps, to be a hero and return with pride.”

What does Mastery look like in Reading?e.g. Stage (Year) 4 - Confidently discuss words and phrases that capture the

reader’s interest and imagination.

Meeting Expectations:

A child can explain the impact of the words used by the author:

“In one poem the poet makes you like the rain, in the other he did not.”

Exceeding Expectations:

A child can explain why an author has chosen a word, referring to the text, giving evidence and explaining the impact on the reader in the context of the piece of writing:

“The first poem makes you feel depressed and it makes you think rain is bad, boring and miserable: ‘sodden leaks, grey, damp, smother.’ The second poem makes you feel happy and it makes you think that rain is beautiful: ‘clatter, tramps, beautiful, roars, swift, gushes.’ “

What does Mastery look like in Reading?e.g. Stage (Year) 6 - Consistently drawing inferences such as characters’

feelings, thoughts and motives from their actions and justify with inferences from evidence.

Meeting Expectations:

A child can explain how a character feels and why :

“I think he feels that he isn’t important as he realises the soil next to his boots has lain untouched since before those continents existed.”

Exceeding Expectations:

A child can explain why an author has chosen a word, referring to the text, giving evidence and developing each idea in depth:

“We learn that he is feeling happy because of the quote ‘Aldrin joins him cracking a joke’, this suggests that he is ecstatic that he got to the moon, and is in a good mood. Secondly, he is a little bit scared as evidenced by ‘he’s covered in goosebumps’ if you have goosebumps you are scared, so that shows his fear.”

Questions?

Working Below

Expectations

Working Towards

Expectations

Meeting Expectations

Exceeding Expectations